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General Statement

I am pleased to present
my portfolio, comprising writings which highlight preparatory processes I have
undergone during the doctoral program at ETAP, which will enable me to
undertake the dissertation and conduct future research with independence,
skill, knowledge, insight and integrity.

The projects
demonstrate my desire to extend my disciplinary knowledge by exploring
core themes I intend to pursue in my present and future research. The themes focus
on how the pedagogical and socio-cognitive dynamics of the online environment may
be harnessed to support teachers’ professional learning needs. The decision to
pursue this area of investigation stems from my own experience of interacting
meaningfully with course content and social others in the online environment
during the doctoral program at ETAP. Prior to enrolling for the course, I had not
received exposure to online learning during my basic training as a teacher or
any point of my tertiary education. Experiencing the tremendous potential of
this medium in engendering genuine engagement with course content and peers has
been pivotal in realigning the trajectory of my interests and indeed, my career
as a teacher and researcher.

Investigating
the provision of professional development opportunities for in-service teachers
is a natural extension of activities I had engaged in as an instructor at
the Language and Technology Department at the English Language Teaching
Centre (ELTC) where I previously worked. At the institute, my primary role
involved designing and teaching instructional technology courses for in-service
ESL teachers. The courses were designed for face to face instruction, as online
learning in teacher education has largely been unexplored in my country. My
exposure to online learning, however, has convinced me that this is an area of
study worth investigating due to its capacity for engendering reflective
practice and authentic learning in teachers' endeavors to deepen their
understanding of their professional practice. I believe that these elements
define transformative learning experiences that result in fundamental and lasting
changes in teachers' thinking and teaching practices.

The six articles of evidence
I have featured in my portfolio, therefore, have integrated work I have been
involved in at ELTC, with my interest in examining the potential of online
learning in teacher education. The themes I have investigated indicate key
areas of my future involvement upon my return to the teacher training
institute.

Besides
serving as vital spaces for conceptualizing and conducting research around my
disciplinary interests, the projects have enabled me to hone skills and
knowledge I will apply during my dissertation and future research projects. With
each project, I have been able to refine my understanding of constituent parts
of the whole research process, whether it is analyzing the role and application
of theory in studies, selecting appropriate research designs, or planning
systematic methodological procedures to investigate a research problem. Each
project has provided essential preparation in shaping my thinking and writing,
by incrementally building and consolidating my ability to articulate ideas with
clarity and precision, and to engage in sustained, thoughtful argument around online
learning and teacher education. By participating in collaborative projects, I
have strengthened my ability to work collegially and productively with team
members and mentors, investing my best energies in supporting colleagues in our efforts
to learn and grow personally and professionally.

The
projects in my portfolio collectively serve as evidence of requisite abilities
I have acquired during the doctoral program, which will enable me to
independently undertake the dissertation and future research in the true spirit
of scholarship. To view my list of projects, please proceed to the Criteria
& Evidence Table.